Learning A-Z Levels

Determine where to start students in Learning A-Z's levels and how our levels correlate to other systems (including the criteria we use).

Our Learning A-Z Text Leveling System

The Learning A-Z Text Leveling System is designed to accurately and reliably measure text complexity to support differentiated instruction. Our leveling system follows the guidelines for determining text complexity as outlined in the Common Core State Standards (CCSS). The Standards call for an evaluation of student reading materials in three areas of text complexity: qualitative measures, quantitative measures, and reader and task considerations.

Qualitative Measures

Qualitative measures are text attributes that can only be evaluated by a human reader. These include factors such as the author's purpose, the levels of meaning, structure of the text, language conventions, language clarity, knowledge demands, and the complexity and importance of visual devices.

The Learning A-Z Text Leveling System takes into account the following qualitative measures:

Predictability of text

Text structure and organization

Logical nature of organization

Text and feature distractions

Labeling and reader supports

Illustration support

Infographics

Complexity

Text reliance on

Knowledge demands

Concept load

Familiarity of topic (common everyday vs. unfamiliar)

Single vs. multi-themed

Intertextual dependence

Quantitative Measures

Quantitative measures are statistical measurements of text. These include factors such as average sentence length, number of syllables per word, and the total number of different words.

The Learning A-Z Text Leveling System takes into account the following quantitative measures:

Total word count

Number of different words

Ratio of different words to total words

Number of high frequency words

Ratio of high frequency words to total words

Number of low frequency words

Ratio of low frequency words to total words

Sentence length

Sentence complexity

Reader and Task Considerations

Consideration of the reader and the reading task is the final component of text complexity as outlined in the Common Core Standards.

Each reader brings different skills, background, and motivation to the act of reading. For example, a student who is interested in the topic of a particular book is likely to bring more background knowledge to the reading task and to be motivated to learn more about the subject.

Reader and task considerations are something teachers must evaluate for themselves. No leveling system can encompass these considerations because they depend upon the circumstances of each student in relation to each particular book at the time of reading.

Fortunately, because the Learning A-Z Text Leveling System evaluates the qualitative and quantitative criteria accurately and reliably, teachers are freed up to focus their energy and attention where they are most needed – on the reader and task considerations that affect their individual students.